The project entitled 'What makes the difference' aims to observe, shadow and learn from best practice in 4 countries focusing on Learning, Assessment for learning, pupil independence, metacognition, learning outdoors and creative learning approaches.Through collaboration it aims to develop pedagogy and practice to address teaching standards and basic skills to address the needs of staff, pupils and the school. All countries have been actively involved in innovative practice to develop pedagogy and creative learning opportunities for pupils. We therefore plan to look at 'What makes the difference' with a real focus on how schools have developed the most effective curriculum, pupil independence, critical thinking and teaching strategies of feedback, metacognition and peer learning.ContextRecognising the high Pisa scores of schools in Scandinavia the project aims to research what makes the difference in supporting teaching and learning particularly in the basic skills. This linked to international research on the most effective teaching and learning strategies we aim to research what makes a difference in each of our partner countries.It will also look at how best practice can support transition between phases of education from primary to secondary and ensure continued progress and learning for pupils.ObjectivesOur objectives are to observe best practice at a transnational level from outstanding schools and develop our own practice with pupils based on observation, shadowing and training.Our objective is to develop new and enhanced pedagogy and practice based on our learning activities and research.Research will measure impact on the improved quality of teaching and acquisition of basic skills by pupils as they engage in learning.This practice will be shared through a range of intellectual outputs and dissemination activities.ParticipantsAre from the UK, Iceland, Finland and Spain.All participants have experience in collaboration and a range of transnational activity,Birmingham City University in the UK and the Key in London will support the projects research activity, measuring of impact and publication of results and outcomes.ActivitiesTeachers will take part in training and shadowing opportunities to enable them to reflect and evaluate on practice and develop projects to undertake with pupils in their own schools,Teachers will visit each country for training and shadowing and then trial project activities in their own schools the outcomes of which will be shared and case studied. 4 activities and projects.Project meetings each year and at the end of the project will allow project work and activities to be collated and give time for evaluation and reflection and share impacts.MethodologyMain activities will include training and work shadowing followed by project activities in each school.The project will involve Birmingham City University who will develop research instruments, monitoring and evaluation systems designed to support assessment and evaluation of the project annually to ensure quality. All countries will contribute to this process.The Key in London will support the project by researching the learning and writing case studies of practice.The project will develop 3 intellectual outputs:1. case studies of all training and project activities.2. assessment and research supported by the University to measure impact and outcomes.3, teachers will provide materials which support training and delivery which will be collated to produce a resource toolkit to support other schools,Results and impactNew and enhanced pedagogy to support teaching and learning, published research and case study results and a toolkit with teaching and training resources.New and increased teaching and learning strategies and skills and integration of best practice.DisseminationWill take place in each country with schools sharing the project activity and learning both locally, regionally and nationally.In England the work will be shared through the Teaching school and results used to support training and development of teachers.Intellectual outcomes including research publications and toolkit will support the ongoing development of teaching and learning strategies and teacher training.The partnership is planning an innovation conference at the end of the project to disseminate learning across partner countries.Potential long term benefitsDeveloped new pedagogy and practice based on best international practice from the 4 participating countries.Improved quality of teaching and outcomes for pupils in basic skills as a result of project learning and outcomes,Research and case study publications available to support continuing professional development and teaching and learning strategies.
'What makes the difference?' aimed to observe, shadow and learn from best practice in 4 countries focusing on how schools have developed the most effective curriculum, pupil independence, critical thinking and the teaching strategies of feedback, metacognition and peer learning. The Lead Personnel in all 4 countries had been actively involved in innovative practice and had some prior experience in collaboration and engagement in transnational activity. Objectives; • To observe best practice in outstanding schools and develop practice with own pupils based on observation, shadowing and training. • To develop new and enhanced pedagogy and practice based on our learning activities and research. • To share practice through a range of intellectual outputs and dissemination activities. Number and profile of participating organisations; UK: Lightwoods Primary School is a two- form entry primary school (4-11). Approximately 45% of pupils are from ethnic minority backgrounds and 5% of pupils are identified as having special educational needs. The school is in the West Midlands and lies in the borough of Sandwell - a socially deprived area. The school delivers education based on the national curriculum in England. The school’s strengths are in developing and delivering creative and innovative approaches to learning which it shares with many schools in England. Iceland: Sæmundarskóli is school for 465 students (6-16) in a new area of Reykjavik city called Grafarholt. There is an average number of students with special needs with approximately 20% of students comes from other countries, (and this is increasing.Sæmundarskoli has a newly built open plan school building. The emphasis is on outdoor education, integrating art and crafts with other subjects and about quality and consistency throughout the school years. Finland: Laanila school is a secondary school with 330 pupils aged 13 – 16. We have only a few pupils with ethnic backgrounds and a small group of pupils with special needs. At the start of the programme the school was preparing for a new curriculum - being facilitated by being involved in a project called New Pedagogies for Deep Learning. It is also a well-being school, co-operating with other authorities including health care and social services and known for good work in student’s participation. Spain: Ieso De La Pola De Gordon is a 11-16 secondary school situated in a rural area in the north- west of Spain. with 77 students and 23 teachers. We have some students with special needs and students with a different ethnic background. Due to the economic crisis and to the disintegration of the coal mining business, the families of our students are suffering adverse conditions. . The school runs a very ambitious project on the development of reading skills and habits, which can be adapted to any school. The school organises literature, music and arts activities with well- known writers and artists in the country that are open to the public, in order to integrate the school in its social environment. •Description of undertaken main activities; 4 Project meetings, attended by 2 lead co-ordinators were held to plan and monitor each of the learning visits allowing project work and activities to be collated and gave time for evaluation, reflection and sharing impact. During the Learning Visits, 2 teachers from each visiting country took part in training and shadowing opportunities to enable them to reflect, and evaluate their practice. The host countries were able to involve significant numbers of their own staff during these visits. Subsequently the visiting teachers returned home to develop projects informed by the observed pedagogies. The outcomes of these trial project activities were a series of case studies uploaded onto the Padlet platform. •Results and impact attained; o New and enhanced understanding of pedagogy, supporting an increased repertoire of strategies and skills, and integration of best practice. o Case studies showcasing the learning journey of the teachers, detailing the adaptations and contextualisation of their learning from the visits. o Video clips and a toolkit of resources will also be developed to support teachers and shared on websites. o Additional training and working groups were offered in each of the countries to further develop the learning opportunities for teachers and centred around innovative curricula, independence and meta cognition. •If relevant, longer-term benefits. In every school the project work and activities were shared with the wider school community through presentations, assemblies and displays and CPD for staff. Across the 4 schools approx. 600 pupils, 50 teachers and 50 additional staff directly benefited from the project. Many other schools will have opportunity to share in training developed from the project by the partners through case studies shared on each partners website and eTwinning. Please be concise and clear.